Downloads and Free Reading Options

“Firefighter Turnout Coat Configurations: Performance Data For Acquisition Decisions” Metadata:

• Title: ➤  Firefighter Turnout Coat Configurations: Performance Data For Acquisition Decisions
• Author: Brown, Hayden
• Language: English

“Firefighter Turnout Coat Configurations: Performance Data For Acquisition Decisions” Subjects and Themes:

• Subjects: ➤  Fire fighters -- Uniforms -- Cost effectiveness - Clothing and dress -- Fires and fire prevention - Fire extinction -- Safety measures

Edition Identifiers:

• Internet Archive ID: firefighterturno7141brow

“Data For Decisions : Information Strategies For Policymakers” Metadata:

• Title: ➤  Data For Decisions : Information Strategies For Policymakers
• Language: English

“Data For Decisions : Information Strategies For Policymakers” Subjects and Themes:

• Subjects: Policy sciences -- Research - Social sciences -- Research

Edition Identifiers:

• Internet Archive ID: datafordecisions0000unse_x9c5

“NASA Technical Reports Server (NTRS) 19670000478: KOPE /Kalendar Oriented Program Efforts/ Provides Data For Management Decisions” Metadata:

• Title: ➤  NASA Technical Reports Server (NTRS) 19670000478: KOPE /Kalendar Oriented Program Efforts/ Provides Data For Management Decisions
• Author: ➤  NASA Technical Reports Server (NTRS)
• Language: English

Edition Identifiers:

• Internet Archive ID: NASA_NTRS_Archive_19670000478

“Optimizing Data Collection For Public Health Decisions: A Data Mining Approach.” Metadata:

• Title: ➤  Optimizing Data Collection For Public Health Decisions: A Data Mining Approach.
• Authors: Partington, Susan NPapakroni, VasilMenzies, Tim
• Language: English

Edition Identifiers:

• Internet Archive ID: pubmed-PMC4077265

“Statistics Informed Decisions Using Data Custom Edition For Broome Community College” Metadata:

• Title: ➤  Statistics Informed Decisions Using Data Custom Edition For Broome Community College
• Author: III Michael Sullivan
• Language: English

Edition Identifiers:

• Internet Archive ID: isbn_9780558738457

“ERIC ED598223: Critical Thinking In Education: The Case In Palestine Knowledge And Skills Are The Central Themes Of An Education System. Nowadays, The Main Focus In On Skills Generally And On Thinking Skills Specifically. The Principle Adapted Currently Is That Education Is Not Just Transferring Knowledge To Learners Or Students But Rather It Is A Process That Is Also Directly Related With The Cognitive, Emotional And Artistic Aspects. Cognition Refers To Reasoning And Thinking Skills In Education. In This Context, Thinking Skills And Specifically Critical Thinking Is To Be Considered In Curriculum Development Process. The Critical Thinking Helps The Learners To Express Their Opinions On The Scientific Or Social Issues, Making Decisions, Constructing Plans And Solving Their Problems. This Study Aims To Determine The Impact Of Utilizing Critical Thinking Skills In Education. In Fact, Educators Believe That Critical Thinking Is Important Because Criticism Leads To Creativity, Criticism And Creativity. The Results Of This Process Will Help Problem Solving, Innovation And Development. But The Challenge Here Is How Learners Can Have The Required Critical Thinking Skills. The Role Of The Teacher In Developing The Skills Of Critical Thinking Is Another Challenge. The Data For This Qualitative Research Was Collected With The Help Of Face To Face Interview, Focus Group Discussion With Participation Of 8 Teachers Of Science And Religion For The Intermediate Stage In Palestine During 2018-2019. The Data Were Analyzed And The Findings Were Given Under Subtitles.” Metadata:

• Title: ➤  ERIC ED598223: Critical Thinking In Education: The Case In Palestine Knowledge And Skills Are The Central Themes Of An Education System. Nowadays, The Main Focus In On Skills Generally And On Thinking Skills Specifically. The Principle Adapted Currently Is That Education Is Not Just Transferring Knowledge To Learners Or Students But Rather It Is A Process That Is Also Directly Related With The Cognitive, Emotional And Artistic Aspects. Cognition Refers To Reasoning And Thinking Skills In Education. In This Context, Thinking Skills And Specifically Critical Thinking Is To Be Considered In Curriculum Development Process. The Critical Thinking Helps The Learners To Express Their Opinions On The Scientific Or Social Issues, Making Decisions, Constructing Plans And Solving Their Problems. This Study Aims To Determine The Impact Of Utilizing Critical Thinking Skills In Education. In Fact, Educators Believe That Critical Thinking Is Important Because Criticism Leads To Creativity, Criticism And Creativity. The Results Of This Process Will Help Problem Solving, Innovation And Development. But The Challenge Here Is How Learners Can Have The Required Critical Thinking Skills. The Role Of The Teacher In Developing The Skills Of Critical Thinking Is Another Challenge. The Data For This Qualitative Research Was Collected With The Help Of Face To Face Interview, Focus Group Discussion With Participation Of 8 Teachers Of Science And Religion For The Intermediate Stage In Palestine During 2018-2019. The Data Were Analyzed And The Findings Were Given Under Subtitles.
• Author: ERIC
• Language: English

“ERIC ED598223: Critical Thinking In Education: The Case In Palestine Knowledge And Skills Are The Central Themes Of An Education System. Nowadays, The Main Focus In On Skills Generally And On Thinking Skills Specifically. The Principle Adapted Currently Is That Education Is Not Just Transferring Knowledge To Learners Or Students But Rather It Is A Process That Is Also Directly Related With The Cognitive, Emotional And Artistic Aspects. Cognition Refers To Reasoning And Thinking Skills In Education. In This Context, Thinking Skills And Specifically Critical Thinking Is To Be Considered In Curriculum Development Process. The Critical Thinking Helps The Learners To Express Their Opinions On The Scientific Or Social Issues, Making Decisions, Constructing Plans And Solving Their Problems. This Study Aims To Determine The Impact Of Utilizing Critical Thinking Skills In Education. In Fact, Educators Believe That Critical Thinking Is Important Because Criticism Leads To Creativity, Criticism And Creativity. The Results Of This Process Will Help Problem Solving, Innovation And Development. But The Challenge Here Is How Learners Can Have The Required Critical Thinking Skills. The Role Of The Teacher In Developing The Skills Of Critical Thinking Is Another Challenge. The Data For This Qualitative Research Was Collected With The Help Of Face To Face Interview, Focus Group Discussion With Participation Of 8 Teachers Of Science And Religion For The Intermediate Stage In Palestine During 2018-2019. The Data Were Analyzed And The Findings Were Given Under Subtitles.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Qablan, Fatma Sahin, Mehmet Hashim, Haslinda - Critical Thinking - Thinking Skills - Foreign Countries - Teacher Role - Sciences - Religion - Teaching Methods - Science Teachers - Religious Education

Edition Identifiers:

• Internet Archive ID: ERIC_ED598223

“Student Solutions Manual For Moore, McCabe, Duckworth, And Alwan's The Practice Of Business Statistics : [using Data For Decisions], Second Edition” Metadata:

• Title: ➤  Student Solutions Manual For Moore, McCabe, Duckworth, And Alwan's The Practice Of Business Statistics : [using Data For Decisions], Second Edition
• Author: Gundlach, Ellen
• Language: English

“Student Solutions Manual For Moore, McCabe, Duckworth, And Alwan's The Practice Of Business Statistics : [using Data For Decisions], Second Edition” Subjects and Themes:

• Subjects: Wirtschaftsstatistik - Statistik

Edition Identifiers:

• Internet Archive ID: studentsolutions0000gund

“ERIC ED543109: Improving College Choice: Helping Students And Parents Make Better Informed Decisions. Data For Action 2012” Metadata:

• Title: ➤  ERIC ED543109: Improving College Choice: Helping Students And Parents Make Better Informed Decisions. Data For Action 2012
• Author: ERIC
• Language: English

“ERIC ED543109: Improving College Choice: Helping Students And Parents Make Better Informed Decisions. Data For Action 2012” Subjects and Themes:

• Subjects: ➤  ERIC Archive - College Readiness - College Choice - College Bound Students - Parents - Supply and Demand - Decision Making - Access to Information - Institutional Characteristics - Data Collection

Edition Identifiers:

• Internet Archive ID: ERIC_ED543109

“ERIC ED109080: Evaluation Materials For Resource Allocation Decisions Based Upon Data Derived From Participants' Evaluation Of Inservice Teacher Workshops. D. O. E. S. Report No. 1.” Metadata:

• Title: ➤  ERIC ED109080: Evaluation Materials For Resource Allocation Decisions Based Upon Data Derived From Participants' Evaluation Of Inservice Teacher Workshops. D. O. E. S. Report No. 1.
• Author: ERIC
• Language: English

“ERIC ED109080: Evaluation Materials For Resource Allocation Decisions Based Upon Data Derived From Participants' Evaluation Of Inservice Teacher Workshops. D. O. E. S. Report No. 1.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Educational Administration - Evaluation Methods - Inservice Education - Questionnaires - Resource Allocation - Teacher Education - Teacher Effectiveness - Teacher Workshops

Edition Identifiers:

• Internet Archive ID: ERIC_ED109080

“Bioinformatics, Museums, And Society : Integrating Biological Data For Knowledge-based Decisions” Metadata:

• Title: ➤  Bioinformatics, Museums, And Society : Integrating Biological Data For Knowledge-based Decisions
• Author: Baker, Robert J
• Language: English

“Bioinformatics, Museums, And Society : Integrating Biological Data For Knowledge-based Decisions” Subjects and Themes:

• Subjects: Bioinformatics - Natural history museums - Data processing

Edition Identifiers:

• Internet Archive ID: bioinformaticsm187bake

“ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]” Metadata:

• Title: ➤  ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]
• Author: ERIC
• Language: English

“ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Marx, Robert Tanner-Smith, Emily E. Davison, Colleen M. Ufholz, Lee-Anne Freeman, John Shankar, Ravi Newton, Lisa Brown, Robert S. Parpia, Alyssa S. Cozma, Ioana Hendrikx, Shawn School Schedules - High School Students - Well Being - Sleep - Academic Achievement - Mental Health - Attendance - Attention - Meta Analysis - Depression (Psychology) - Symptoms (Individual Disorders) - Parent Child Relationship - Educational Benefits - Body Composition

Edition Identifiers:

• Internet Archive ID: ERIC_ED586232

“The Visual Organization : Data Visualization, Big Data, And The Quest For Better Decisions” Metadata:

• Title: ➤  The Visual Organization : Data Visualization, Big Data, And The Quest For Better Decisions
• Author: Simon, Phil
• Language: English

“The Visual Organization : Data Visualization, Big Data, And The Quest For Better Decisions” Subjects and Themes:

• Subjects: ➤  Information technology -- Management - Information visualization - Big data - Business -- Data processing - Informationstechnik - Massendaten - Visualisierung

Edition Identifiers:

• Internet Archive ID: visualorganizati0000simo

“Behavioural Data Science For Better Decisions - Jim Guszcza - Global Brains #2” Metadata:

• Title: ➤  Behavioural Data Science For Better Decisions - Jim Guszcza - Global Brains #2
• Author: Global Brains Podcast

Edition Identifiers:

• Internet Archive ID: ➤  hwhfx9xlvtx1lmy4hmyupyy3rkw7yzmajsxivcmw

“NASA Technical Reports Server (NTRS) 20120008475: NASA Earth Science Data Analysis For Climate Change Decisions” Metadata:

• Title: ➤  NASA Technical Reports Server (NTRS) 20120008475: NASA Earth Science Data Analysis For Climate Change Decisions
• Author: ➤  NASA Technical Reports Server (NTRS)
• Language: English

“NASA Technical Reports Server (NTRS) 20120008475: NASA Earth Science Data Analysis For Climate Change Decisions” Subjects and Themes:

• Subjects: ➤  NASA Technical Reports Server (NTRS) - CLIMATE CHANGE - EARTH SCIENCES - DECISION MAKING - WEATHER - GRACE MISSION - REMOTE SENSING - DATA PROCESSING - ECOSYSTEMS - SOILS - DEGRADATION - PRECIPITATION MEASUREMENT - SNOW COVER - EARLY WARNING SYSTEMS - MOISTURE CONTENT - Hildebrand, Peter

Edition Identifiers:

• Internet Archive ID: NASA_NTRS_Archive_20120008475

“Bioinformatics, Museums And Society: Integrating Biological Data For Knowledge-based Decisions” Metadata:

• Title: ➤  Bioinformatics, Museums And Society: Integrating Biological Data For Knowledge-based Decisions
• Authors: ➤  Robert J BakerCarleton J PhillipsRobert D BradleyJohn M BurnsDaniel CookeGary F EdsonDonald R HaraganClyde JonesR Richard MonkJohn T MontfordDavid J SchmidlyNick C Parker
• Language: English

Edition Identifiers:

• Internet Archive ID: biostor-240126

“Data For Decisions : Information Strategies For Policymakers” Metadata:

• Title: ➤  Data For Decisions : Information Strategies For Policymakers
• Language: English

“Data For Decisions : Information Strategies For Policymakers” Subjects and Themes:

• Subjects: ➤  Policy sciences -- Research - Social sciences -- Research - Besliskunde - Gegevensverzameling - Onderzoeksmethoden - Politische Theorie - Entscheidungstheorie

Edition Identifiers:

• Internet Archive ID: datafordecisions0000unse

“ERIC ED052501: Description And Use Of The Data Files On Military Careers. Information System For Vocational Decisions.” Metadata:

• Title: ➤  ERIC ED052501: Description And Use Of The Data Files On Military Careers. Information System For Vocational Decisions.
• Author: ERIC
• Language: English

“ERIC ED052501: Description And Use Of The Data Files On Military Careers. Information System For Vocational Decisions.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Career Choice - Career Counseling - Career Guidance - Computer Assisted Instruction - Databases - Educational Media - Educational Technology - Enlisted Personnel - Information Storage - Information Systems - Military Personnel - Military Service - Officer Personnel - Yee, Patricia - Seltzer, Joanna

Edition Identifiers:

• Internet Archive ID: ERIC_ED052501

“DTIC ADA185988: Human Performance Data Needed For Training Device Design Decisions.” Metadata:

• Title: ➤  DTIC ADA185988: Human Performance Data Needed For Training Device Design Decisions.
• Author: ➤  Defense Technical Information Center
• Language: English

“DTIC ADA185988: Human Performance Data Needed For Training Device Design Decisions.” Subjects and Themes:

• Subjects: ➤  DTIC Archive - Klein, Gary A - MACAULAY-BROWN INC FAIRBORN OH - *DECISION MAKING - *PERCEPTION(PSYCHOLOGY) - *PERFORMANCE(HUMAN) - *TRAINING DEVICES - DATA MANAGEMENT - EXPERIMENTAL DATA - HUMAN FACTORS ENGINEERING - HUMANS - INFORMATION PROCESSING - INFORMATION SYSTEMS - MINORITIES - STRATEGY

Edition Identifiers:

• Internet Archive ID: DTIC_ADA185988

“DTIC ADA444185: User Feedback On RFID And Integrated Flightline Data For Maintenance Decisions” Metadata:

• Title: ➤  DTIC ADA444185: User Feedback On RFID And Integrated Flightline Data For Maintenance Decisions
• Author: ➤  Defense Technical Information Center
• Language: English

“DTIC ADA444185: User Feedback On RFID And Integrated Flightline Data For Maintenance Decisions” Subjects and Themes:

• Subjects: ➤  DTIC Archive - Gallimore, Jennie J - DAYTON UNIV OH RESEARCH INST - *INFORMATION SYSTEMS - *AIRCRAFT MAINTENANCE - LOGISTICS SUPPORT - REAL TIME - HUMAN FACTORS ENGINEERING - USER NEEDS - FEEDBACK - COMBAT SUPPORT - INTEGRATED SYSTEMS - DECISION MAKING

Edition Identifiers:

• Internet Archive ID: DTIC_ADA444185

“DTIC ADA188073: Evaluating The HCU (Health Care Unit) For Performance Monitoring And Resource Allocation Decisions Using Navy Ambulatory Care UCA (Uniform Chart Of Accounts) Expense And Workload Data.” Metadata:

• Title: ➤  DTIC ADA188073: Evaluating The HCU (Health Care Unit) For Performance Monitoring And Resource Allocation Decisions Using Navy Ambulatory Care UCA (Uniform Chart Of Accounts) Expense And Workload Data.
• Author: ➤  Defense Technical Information Center
• Language: English

“DTIC ADA188073: Evaluating The HCU (Health Care Unit) For Performance Monitoring And Resource Allocation Decisions Using Navy Ambulatory Care UCA (Uniform Chart Of Accounts) Expense And Workload Data.” Subjects and Themes:

• Subjects: ➤  DTIC Archive - Steele, Timothy P - NAVAL SCHOOL OF HEALTH SCIENCES BETHESDA MD - *HOSPITALS - *MEDICAL SERVICES - *PRODUCTIVITY - *RESOURCE MANAGEMENT - ALLOCATIONS - CHARTS - COSTS - DECISION MAKING - HEALTH - HOMOGENEITY - MEASUREMENT - MONITORING - NAVAL SHORE FACILITIES - NAVY - PATIENTS - SCHOOLS - WORKLOAD - PERFORMANCE(HUMAN)

Edition Identifiers:

• Internet Archive ID: DTIC_ADA188073

“ERIC ED591498: 2017-2018 Florida Adult Education Assessment Technical Assistance Paper This Technical Assistance Paper Provides Policy And Guidance To Individuals With Test Administration Responsibilities In Adult Education Programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), Titled, General Requirements For Adult General Education Programs, Requires All Adult Education Programs To Report All Student Measurable Educational Gains And Demographic Information To Florida's Reporting System. State Policies Outlined In This Rule Apply To The State-approved Assessments That Programs May Use To Report Educational Gains And Are In Compliance With Both The State And National Reporting System (NRS) Requirements. The NRS Is The Accountability System For The Federally Funded Adult Education Program, Mandated By The Workforce Innovation And Opportunity Act (WIOA). There Are Three Important Reasons For Creating A Data-driven Accountability System For Adult Education Programs: (1) The U.S. Department Of Education (USDOE) Requires Each State To Establish And Utilize Performance Measures For Making Continued Funding Decisions For Federal Grant Programs. Furthermore, Each State Is Expected To Institute A System For Program Monitoring And Continued Technical Assistance That Is Centered On Program Enrollment And Performance. (2) The Florida Department Of Education (FDOE) Has Enhanced Its Monitoring Processes By Instituting A Data-driven System For Determining Program Performance. (3) The FDOE Program Administrators Can Focus Attention On Establishing Program Performance Targets And Program Improvement. To Assist Programs With Student And Program Performance Reporting And Accountability, Florida's Data Reporting System And The NRS Are Uniform And Compatible For Measuring Student's Educational Gains. Progress Is Measured In Literacy Completion Points (LCPs). The Term, Literacy Completion Point, Used By The State Is Synonymous With The Federal Term Measurable Skill Gain (MSG). LCPs Are Required To Be Reported To Show Gains And Progression In Educational Functioning Levels (EFLs) For NRS. The Florida Assessment Policies And Guidelines Presented In This Technical Assessment Paper Are Appropriate For State And Federal Reporting. Therefore, Guidance And Procedures Regarding The Selection And Use Of Appropriate Student Assessment Are Included In This Technical Assistance Paper. Additionally, The Following Important Information For Adult Education Programs Is Reviewed: (1) The Definition Of Key Terms And Acronyms; (2) Selection Of Appropriate Assessments By Student And Program Type; (3) Appropriate Student Placement Into Program And Instructional Level; (3) Verification Of Student Learning Gains, Educational Functioning Level, And/or Program Completion; (4) Accommodations For Students With Disabilities And Other Special Needs; (5) Assessment Procedures For Distance Education; And (6) Training For All Staff Who Administer The Standardized Assessments. [For The 2016-2017 Version Of This Paper, See ED579162.]” Metadata:

• Title: ➤  ERIC ED591498: 2017-2018 Florida Adult Education Assessment Technical Assistance Paper This Technical Assistance Paper Provides Policy And Guidance To Individuals With Test Administration Responsibilities In Adult Education Programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), Titled, General Requirements For Adult General Education Programs, Requires All Adult Education Programs To Report All Student Measurable Educational Gains And Demographic Information To Florida's Reporting System. State Policies Outlined In This Rule Apply To The State-approved Assessments That Programs May Use To Report Educational Gains And Are In Compliance With Both The State And National Reporting System (NRS) Requirements. The NRS Is The Accountability System For The Federally Funded Adult Education Program, Mandated By The Workforce Innovation And Opportunity Act (WIOA). There Are Three Important Reasons For Creating A Data-driven Accountability System For Adult Education Programs: (1) The U.S. Department Of Education (USDOE) Requires Each State To Establish And Utilize Performance Measures For Making Continued Funding Decisions For Federal Grant Programs. Furthermore, Each State Is Expected To Institute A System For Program Monitoring And Continued Technical Assistance That Is Centered On Program Enrollment And Performance. (2) The Florida Department Of Education (FDOE) Has Enhanced Its Monitoring Processes By Instituting A Data-driven System For Determining Program Performance. (3) The FDOE Program Administrators Can Focus Attention On Establishing Program Performance Targets And Program Improvement. To Assist Programs With Student And Program Performance Reporting And Accountability, Florida's Data Reporting System And The NRS Are Uniform And Compatible For Measuring Student's Educational Gains. Progress Is Measured In Literacy Completion Points (LCPs). The Term, Literacy Completion Point, Used By The State Is Synonymous With The Federal Term Measurable Skill Gain (MSG). LCPs Are Required To Be Reported To Show Gains And Progression In Educational Functioning Levels (EFLs) For NRS. The Florida Assessment Policies And Guidelines Presented In This Technical Assessment Paper Are Appropriate For State And Federal Reporting. Therefore, Guidance And Procedures Regarding The Selection And Use Of Appropriate Student Assessment Are Included In This Technical Assistance Paper. Additionally, The Following Important Information For Adult Education Programs Is Reviewed: (1) The Definition Of Key Terms And Acronyms; (2) Selection Of Appropriate Assessments By Student And Program Type; (3) Appropriate Student Placement Into Program And Instructional Level; (3) Verification Of Student Learning Gains, Educational Functioning Level, And/or Program Completion; (4) Accommodations For Students With Disabilities And Other Special Needs; (5) Assessment Procedures For Distance Education; And (6) Training For All Staff Who Administer The Standardized Assessments. [For The 2016-2017 Version Of This Paper, See ED579162.]
• Author: ERIC
• Language: English

“ERIC ED591498: 2017-2018 Florida Adult Education Assessment Technical Assistance Paper This Technical Assistance Paper Provides Policy And Guidance To Individuals With Test Administration Responsibilities In Adult Education Programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), Titled, General Requirements For Adult General Education Programs, Requires All Adult Education Programs To Report All Student Measurable Educational Gains And Demographic Information To Florida's Reporting System. State Policies Outlined In This Rule Apply To The State-approved Assessments That Programs May Use To Report Educational Gains And Are In Compliance With Both The State And National Reporting System (NRS) Requirements. The NRS Is The Accountability System For The Federally Funded Adult Education Program, Mandated By The Workforce Innovation And Opportunity Act (WIOA). There Are Three Important Reasons For Creating A Data-driven Accountability System For Adult Education Programs: (1) The U.S. Department Of Education (USDOE) Requires Each State To Establish And Utilize Performance Measures For Making Continued Funding Decisions For Federal Grant Programs. Furthermore, Each State Is Expected To Institute A System For Program Monitoring And Continued Technical Assistance That Is Centered On Program Enrollment And Performance. (2) The Florida Department Of Education (FDOE) Has Enhanced Its Monitoring Processes By Instituting A Data-driven System For Determining Program Performance. (3) The FDOE Program Administrators Can Focus Attention On Establishing Program Performance Targets And Program Improvement. To Assist Programs With Student And Program Performance Reporting And Accountability, Florida's Data Reporting System And The NRS Are Uniform And Compatible For Measuring Student's Educational Gains. Progress Is Measured In Literacy Completion Points (LCPs). The Term, Literacy Completion Point, Used By The State Is Synonymous With The Federal Term Measurable Skill Gain (MSG). LCPs Are Required To Be Reported To Show Gains And Progression In Educational Functioning Levels (EFLs) For NRS. The Florida Assessment Policies And Guidelines Presented In This Technical Assessment Paper Are Appropriate For State And Federal Reporting. Therefore, Guidance And Procedures Regarding The Selection And Use Of Appropriate Student Assessment Are Included In This Technical Assistance Paper. Additionally, The Following Important Information For Adult Education Programs Is Reviewed: (1) The Definition Of Key Terms And Acronyms; (2) Selection Of Appropriate Assessments By Student And Program Type; (3) Appropriate Student Placement Into Program And Instructional Level; (3) Verification Of Student Learning Gains, Educational Functioning Level, And/or Program Completion; (4) Accommodations For Students With Disabilities And Other Special Needs; (5) Assessment Procedures For Distance Education; And (6) Training For All Staff Who Administer The Standardized Assessments. [For The 2016-2017 Version Of This Paper, See ED579162.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Adult Education - State Policy - Educational Assessment - Program Evaluation - Student Evaluation - Achievement Gains - Evaluation Methods - Disabilities - Special Needs Students - Distance Education - Training - Accountability - Computer Assisted Testing - Alternative Assessment - Public Policy - Disclosure - English Language Learners - Vocational Education - Scores - Information Dissemination - Benchmarking - Integrity - Information Security - Standardized Tests

Edition Identifiers:

• Internet Archive ID: ERIC_ED591498

“Data For Decisions : Information Strategies For Policymakers” Metadata:

• Title: ➤  Data For Decisions : Information Strategies For Policymakers
• Language: English

“Data For Decisions : Information Strategies For Policymakers” Subjects and Themes:

• Subjects: ➤  Social sciences -- Research - Policy sciences -- Research - Gegevensverzameling - Besliskunde - Politische Theorie - Onderzoeksmethoden - Entscheidungstheorie

Edition Identifiers:

• Internet Archive ID: datafordecisions0000unse_q1h2

“David Perdue - Access To Transparent, Accurate Data Is Absolutely Essential For Our Teachers, Parents, And School Officials To Make Safe Reopening Decisions. #GAsen #GApol” Metadata:

• Title: ➤  David Perdue - Access To Transparent, Accurate Data Is Absolutely Essential For Our Teachers, Parents, And School Officials To Make Safe Reopening Decisions. #GAsen #GApol
• Author: David Perdue

“David Perdue - Access To Transparent, Accurate Data Is Absolutely Essential For Our Teachers, Parents, And School Officials To Make Safe Reopening Decisions. #GAsen #GApol” Subjects and Themes:

• Subjects: Twitter - video - GAsen - GApol

Edition Identifiers:

• Internet Archive ID: twitter-1287474621852397569

“Student Solutions Manual For Moore, McCabe, Duckworth, And Sclove's The Practice Of Business Statistics: Using Data For Decisions” Metadata:

• Title: ➤  Student Solutions Manual For Moore, McCabe, Duckworth, And Sclove's The Practice Of Business Statistics: Using Data For Decisions
• Author: Fligner, Michael A
• Language: English

“Student Solutions Manual For Moore, McCabe, Duckworth, And Sclove's The Practice Of Business Statistics: Using Data For Decisions” Subjects and Themes:

• Subjects: ➤  Commercial statistics -- Study and teaching - Statistics -- Study and teaching

Edition Identifiers:

• Internet Archive ID: studentsolutions0000flig_e0f0

“ERIC ED246824: Data And Information For Executive Decisions In Higher Education. An NCHEMS Executive Overview.” Metadata:

• Title: ➤  ERIC ED246824: Data And Information For Executive Decisions In Higher Education. An NCHEMS Executive Overview.
• Author: ERIC
• Language: English

“ERIC ED246824: Data And Information For Executive Decisions In Higher Education. An NCHEMS Executive Overview.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - College Administration - Data Analysis - Decision Making - Higher Education - Information Needs - Information Utilization - Management Information Systems - Statistical Analysis

Edition Identifiers:

• Internet Archive ID: ERIC_ED246824

“Instructor's Solutions Manual [for] Statistics : Informed Decisions Using Data, Third Edition, [by] Michael Sullivan III” Metadata:

• Title: ➤  Instructor's Solutions Manual [for] Statistics : Informed Decisions Using Data, Third Edition, [by] Michael Sullivan III
• Author: Gallaher, Randy
• Language: English

Edition Identifiers:

• Internet Archive ID: instructorssolut0000gall

“David Perdue - Students, Teachers, Parents, And Local Officials Need Access To Accurate, Transparent Data To Make Safe Reopening Decisions. The #SCHOOLact – My Commonsense Proposal For Safe School Reopening - Does Exactly That. #GAsen #GApol” Metadata:

• Title: ➤  David Perdue - Students, Teachers, Parents, And Local Officials Need Access To Accurate, Transparent Data To Make Safe Reopening Decisions. The #SCHOOLact – My Commonsense Proposal For Safe School Reopening - Does Exactly That. #GAsen #GApol
• Author: David Perdue

“David Perdue - Students, Teachers, Parents, And Local Officials Need Access To Accurate, Transparent Data To Make Safe Reopening Decisions. The #SCHOOLact – My Commonsense Proposal For Safe School Reopening - Does Exactly That. #GAsen #GApol” Subjects and Themes:

• Subjects: Twitter - video - SCHOOLact - GAsen - GApol

Edition Identifiers:

• Internet Archive ID: twitter-1286725794677624833

“Cost Accounting : Accounting Data For Management's Decisions” Metadata:

• Title: ➤  Cost Accounting : Accounting Data For Management's Decisions
• Author: Dopuch, Nicholas. cn
• Language: English

Edition Identifiers:

• Internet Archive ID: costaccountingac0000dopu_o1q5

“ERIC ED158312: Preferences And Policy: Some Data For Policy Decisions In Children's Television Programming.” Metadata:

• Title: ➤  ERIC ED158312: Preferences And Policy: Some Data For Policy Decisions In Children's Television Programming.
• Author: ERIC
• Language: English

“ERIC ED158312: Preferences And Policy: Some Data For Policy Decisions In Children's Television Programming.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Webster, James Coscarelli, William C. - Childhood Interests - Childrens Television - Elementary Education - Policy Formation - Programing (Broadcast) - Student Interests - Television Surveys - Television Viewing

Edition Identifiers:

• Internet Archive ID: ERIC_ED158312

“David Perdue - Our Parents And Teachers Must Have Access To Accurate, Transparent Data In Order To Make The Safest Reopening Decisions For Their Students. #GAsen #GApol” Metadata:

• Title: ➤  David Perdue - Our Parents And Teachers Must Have Access To Accurate, Transparent Data In Order To Make The Safest Reopening Decisions For Their Students. #GAsen #GApol
• Author: David Perdue

“David Perdue - Our Parents And Teachers Must Have Access To Accurate, Transparent Data In Order To Make The Safest Reopening Decisions For Their Students. #GAsen #GApol” Subjects and Themes:

• Subjects: Twitter - video - GAsen - GApol

Edition Identifiers:

• Internet Archive ID: twitter-1290094501239848960

“#EurStatsDay Aims To Highlight The Value Of Official Statistics For Our Society: Better Data = Better Decisions ✔️ @EU_Eurostat Https://t.co/dNyvbhCk0s” Metadata:

• Title: ➤  #EurStatsDay Aims To Highlight The Value Of Official Statistics For Our Society: Better Data = Better Decisions ✔️ @EU_Eurostat Https://t.co/dNyvbhCk0s
• Author: European Commission

“#EurStatsDay Aims To Highlight The Value Of Official Statistics For Our Society: Better Data = Better Decisions ✔️ @EU_Eurostat Https://t.co/dNyvbhCk0s” Subjects and Themes:

• Subjects: ➤  videobot - archiveteam - twitter - twitter.com - 789076846218444800 - European Commission - #EurStatsDay - EurStatsDay

Edition Identifiers:

• Internet Archive ID: ➤  archiveteam_videobot_twitter_com_789076846218444800

“ERIC ED297530: Implementing Data Based Decisions For Instruction: A Guide To Data-Based Decisions For Teaching Students With Learning Disabilities.” Metadata:

• Title: ➤  ERIC ED297530: Implementing Data Based Decisions For Instruction: A Guide To Data-Based Decisions For Teaching Students With Learning Disabilities.
• Author: ERIC
• Language: English

“ERIC ED297530: Implementing Data Based Decisions For Instruction: A Guide To Data-Based Decisions For Teaching Students With Learning Disabilities.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Decision Making - Diagnostic Teaching - Disabilities - Educational Technology - Evaluation Methods - Precision Teaching - Recordkeeping - Student Educational Objectives - Teaching Methods

Edition Identifiers:

• Internet Archive ID: ERIC_ED297530

“ERIC ED151389: Potentials Of The NLS Data Base For Issue-Oriented Analyses And For Influencing Educational Policy Decisions.” Metadata:

• Title: ➤  ERIC ED151389: Potentials Of The NLS Data Base For Issue-Oriented Analyses And For Influencing Educational Policy Decisions.
• Author: ERIC
• Language: English

“ERIC ED151389: Potentials Of The NLS Data Base For Issue-Oriented Analyses And For Influencing Educational Policy Decisions.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Databases - Decision Making - Educational Policy - Educational Research - Federal Government - Followup Studies - Graduate Surveys - High School Graduates - High Schools - Longitudinal Studies - National Surveys - Political Influences - Political Issues - Public Policy - Research Design - Research Utilization - Researchers - Social Problems - Social Science Research

Edition Identifiers:

• Internet Archive ID: ERIC_ED151389

“Student Solutions Manual For Moore, McCabe, Duckworth, And Sclove's The Practice Of Business Statistics: Using Data For Decisions” Metadata:

• Title: ➤  Student Solutions Manual For Moore, McCabe, Duckworth, And Sclove's The Practice Of Business Statistics: Using Data For Decisions
• Author: Fligner, Michael A
• Language: English

“Student Solutions Manual For Moore, McCabe, Duckworth, And Sclove's The Practice Of Business Statistics: Using Data For Decisions” Subjects and Themes:

• Subjects: ➤  Commercial statistics -- Study and teaching - Statistics -- Study and teaching

Edition Identifiers:

• Internet Archive ID: studentsolutions0000flig

“Cost Accounting; Accounting Data For Management's Decisions” Metadata:

• Title: ➤  Cost Accounting; Accounting Data For Management's Decisions
• Author: Dopuch, Nicholas
• Language: English

“Cost Accounting; Accounting Data For Management's Decisions” Subjects and Themes:

• Subjects: Cost accounting - Coût - Kostenrechnung - Management - Rechnungslegung

Edition Identifiers:

• Internet Archive ID: costaccountingac0000unse

“The Practice Of Business Statistics: Using Data For Decisions” Metadata:

• Title: ➤  The Practice Of Business Statistics: Using Data For Decisions
• Author: Ellen Gundlach and Lori Seward
• Language: English

Edition Identifiers:

• Internet Archive ID: practiceofbusine0000elle

“ERIC ED453783: Planning For D[Cubed]T: Data-Driven Decisions About Technology. CD-ROM With Critical Issues In Evaluating The Effectiveness Of Technology.” Metadata:

• Title: ➤  ERIC ED453783: Planning For D[Cubed]T: Data-Driven Decisions About Technology. CD-ROM With Critical Issues In Evaluating The Effectiveness Of Technology.
• Author: ERIC
• Language: English

“ERIC ED453783: Planning For D[Cubed]T: Data-Driven Decisions About Technology. CD-ROM With Critical Issues In Evaluating The Effectiveness Of Technology.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Computer Uses in Education - Educational Planning - Educational Technology - Elementary Secondary Education - Evaluation Methods - Information Technology - Instructional Effectiveness - Optical Data Disks - McNabb, Mary - Hawkes, Mark - Rouk, Ullik

Edition Identifiers:

• Internet Archive ID: ERIC_ED453783

“ERIC ED396710: Developing Classroom-based Data For Technology Decisions: Assisting The Implementation Of Oswego's Vision For The Use Of Technology. District-Wide Summary Report.” Metadata:

• Title: ➤  ERIC ED396710: Developing Classroom-based Data For Technology Decisions: Assisting The Implementation Of Oswego's Vision For The Use Of Technology. District-Wide Summary Report.
• Author: ERIC
• Language: English

“ERIC ED396710: Developing Classroom-based Data For Technology Decisions: Assisting The Implementation Of Oswego's Vision For The Use Of Technology. District-Wide Summary Report.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Educational Development - Educational Technology - Elementary Secondary Education - Mission Statements - School Districts - School Surveys - Staff Development - Teacher Attitudes - Technology Planning - Doughty, Philip - And Others

Edition Identifiers:

• Internet Archive ID: ERIC_ED396710

“Cost Accounting; Accounting Data For Management's Decisions” Metadata:

• Title: ➤  Cost Accounting; Accounting Data For Management's Decisions
• Author: Dopuch, Nicholas
• Language: English

Edition Identifiers:

• Internet Archive ID: costaccountingac0000dopu

“Cost Accounting : Accounting Data For Management's Decisions” Metadata:

• Title: ➤  Cost Accounting : Accounting Data For Management's Decisions
• Author: Dopuch, Nicholas. cn
• Language: English

Edition Identifiers:

• Internet Archive ID: costaccountingac03eddopu